Uses and Meanings of "Context" in Studies on Children's Knowledge: A Viewpoint from Anthropology and Constructivist Psychology.

Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children's knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children's construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein.

Studying children's religious knowledge: contributions of ethnography and the clinical-critical method.

We analyze different methodological and conceptual contributions of anthropology and psychogenetic theory to the research of children's religious knowledge. We argue that for the study of children's points of view it is possible to build an approach that links aspects studied by both disciplinary fields. With this aim, we revise some of their basic theoretical assumptions and recent reviews as well as their methodological proposals.

Cost-effectiveness of combined outreach for the pneumococcal and influenza vaccines.

Background: We conducted a cost-effectiveness analysis as part of a randomized, controlled trial of a community-based outreach initiative to promote the pneumococcal and influenza vaccines for people aged 65 years or older.

Methods: The analysis was based on primary data from the trial on the increase in vaccination rates and cost of the intervention, and published estimates of the effectiveness of the vaccines and cost of treatment. We performed partial stochastic analyses based on the confidence intervals (CIs) of the effectiveness of the intervention and of the vaccines.